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Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns
ARTICLE

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TATE Volume 28, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated teachers' expectations were indeed complementary except for hostile vignettes, where teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female teachers expected friendlier responses than male teachers in friendly as well as in hostile vignettes.

Citation

de Jong, R.J., van Tartwijk, J., Verloop, N., Veldman, I. & Wubbels, T. (2012). Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 948-956. Elsevier Ltd. Retrieved July 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.04.009

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